Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division of Batangas City
MALITAM ELEMENTARY SCHOOL

GRADE 1 to 12 Paaralan (School) MALITAM ELEMENTARY Baitang/Antas 2

SCHOOL (Grade Level)
DAILY LESSON
PLAN Guro (Teacher) Ms. AMY M. FALLAR Asignatura Mathematics
(Learning
Area)
Petsa/Oras May 9, 2023 Markahan 4th Quarter
(Teaching Date & 9:50-10:40 am (Quarter)
Time)

I. OBJECTIVES:
A. Content Standards:
- Demonstrates understanding of time, standard measures of length, mass and capacity and area
using square-tile units.

B. Performance Standards:
- Is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square-tile units in mathematical problems and real-life situations.

C. Most Essential Learning Competencies (MELC)

- Compares the following unit of measures- a. Length in meters or centimeters
Unpacked MELC: Identify the appropriate unit of length to measure a particular object and their
abbreviations (cm and m)

D. Learning Objectives:
1. Tell the appropriate unit of length to measure a particular object and their abbreviations (cm and m)
2. Identify the appropriate unit of length to measure a particular object and their abbreviations (cm
and m)
3. Write the appropriate unit of length to measure a particular object and their abbreviations (cm and
m)

II. SUBJECT MATTER:

A. Content: Unit of Length (cm and m)
B. References: Lesson Guide n Math p. 351-353, Workbook in Mathematics pp. 284-287
C. Materials: SLM, power point presentation, worksheet
D. Integration: English
E. Values Integration: Accuracy

III. PROCEDURE:
A. Preliminary Activities:
1. Drill –Do this as activity
Play the Bring Me game.
a. Bring me a comb
b. Bring me a pencil
c. Bring me an umbrella

2. Review:
Use the objects used in the previous game to establish the idea of short and long.
Then ask which is short/long between:

Comb and umbrella

 Umbrella and chalkboard
Chalkboard and flag pole

B. Presentation
1. Motivation
Show to the pupils the materials (ruler with centimetre scale, meter stick or tape measure).
Ask the questions that follow.

Which is better to use in measuring the length of the room, the ruler or the meter stick? Why?
Can the other measuring device be used in measuring the length of the room?

Unlocking of difficulties
Show to the learners how long is 1 centimeter and 1 meter. Tell them that centimeter is a part
of a meter and that the abbreviation of centimeter is cm and meter is m.

2. Presentation
a. Concrete Group activity
Group the pupils into two. Give each group a two sticks of different lengths (1 centimeter stick and
1 meter stick). Let them compare the lengths.
Guiding questions:
Which stick is short? Long?
How many short sticks are there in the long stick?
What equation can represent the relation of the short stick and the long stick? (100 cm = 1 m)

b. Pictorial
Using a diagram or graph (pictograph or bar/line graph), let the pupils show the relation between a
centimetre and a meter (1 cm and 1 meter, 100 cm and 1 m and others).
Below are examples of illustrations that the pupils may draw:

a. 1m

1 cm
 1m
100 cm

b. 1m
25 m

c. Abstract

Show/name objects that are long and short. Examples are pencil, bamboo stick (about 1.5 m
long), length of the room, book and many others.
Processing
Which objects are short?
Which objects are long?
What unit of length (cm or m) do you prefer to use in measuring short objects? Why?
What unit of length do you prefer to use in measuring long objects? Why?
Is it important to use appropriate unit in measuring the length of an object? Why?
Having the idea of the length of 1 centimeter and 1 meter, the pupils can easily which unit of
measure is appropriate in measuring lengths.

3. Activity
Activity 1
 See the pictures. What unit of length should be used to measure their length or height. Write whether
centimeter or meter and its abbreviation in your notebook.

C. Application
Activity 2
What unit of length should be used to measure the following objects, places or parts of the body?
Write its abbreviation in your notebook.
1. thickness of the book
2. sock length
3. extent of the public plaza
4. coconut tree height
5. length of basketball court

D. Generalization:
How do you identify the appropriate unit of length in centimeter and meter?
Remember:
Centimeter (cm) is used to measure short objects and Meter (m) is used to measure long objects.

IV. EVALUATION:
Which unit of measurement will you use for the following. Write m or cm
____1. Length of notebook
____ 2. measure of your waist
____ 3. width of classroom
____ 4. thickness of notebook
____ 5. length of your leg
____ 6. Length of slippers
____ 7. glass
____ 8. Coconut tree
____ 9. Length of room
____ 10. Eraser

V. ASSIGNMENT:
Answer Go Further on page 287 of your Workbook in Mathematics.

Reflection
A. No. of learners who earned 80% in the evaluation: ___________
B. No. of learners who require activities for remediation who scored below 80% in the evaluation: _____
C. Other Activities: ________________________________________________________

Republic of the Philippines

 Department of Education
Region IV-A CALABARZON
Schools Division of Batangas City
MALITAM ELEMENTARY SCHOOL

GRADE 1 to 12 Paaralan (School) MALITAM ELEMENTARY Baitang/Antas 2

SCHOOL (Grade Level)
DAILY LESSON
PLAN Guro (Teacher) Ms. AMY M. FALLAR Asignatura Mathematics
(Learning
Area)
Petsa/Oras May 10, 2023 Markahan 4th Quarter
(Teaching Date & 9:50-10:40 am (Quarter)
Time)

I. OBJECTIVES:
A. Content Standards:
- Demonstrates understanding of time, standard measures of length, mass and capacity and area
using square-tile units.

B. Performance Standards:
- Is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square-tile units in mathematical problems and real-life situations.

C. Most Essential Learning Competencies (MELC)

- Compares the following unit of measures- a. Mass in grams or kilograms
Unpacked MELC: Shows and uses the appropriate unit of mass and their abbreviation g and kg to
measure a particular object.

D. Learning Objectives:
1. Identify the appropriate unit of mass and their abbreviation g and kg to measure a particular object.
2. Show the appropriate unit of mass and their abbreviation g and kg to measure a particular object.
3. Use the appropriate unit of mass and their abbreviation g and kg to measure a particular object.

II. SUBJECT MATTER:

A. Content: Unit of Mass (g and kg)
B. References: Lesson Guide n Math p. 365-368, Workbook in Mathematics pp. 303-304
C. Materials: SLM, power point presentation, worksheet
D. Integration: English
E. Values Integration: Accuracy

III. PROCEDURE:
A. Preliminary Activities:
1. Drill –Do this as activity
Show at least three pairs of objects (each pair with different mass). Ask which one is
heavier/lighter?
a. a small sachet of milk or a big pack of milk
b. one piece of banana or 12 pieces of bananas
c. plastic of cotton and plastic of rice

2. Review:
What unit of length should be used to measure the following objects, places or parts of
the body? Write its abbreviation in your notebook.
1. thickness of the book
2. sock length
3. extent of the public plaza
4. coconut tree height
5. length of basketball court

B. Presentation
1. Motivation

Show to the class a real weighing scale available in the community. Below are examples of
weighing scales. Pictures of the other weighing scales need to be shown by the teacher (for the
pupils’ familiarity).

Say: Class, this is a weighing scale. Then ask:

Have you seen something like this?
Where do you often see this instrument?
What are the things measured using a weighing scale?
When you buy rice, how is it measured? How about fish?

2. Presentation
a. Concrete
Using a weighing scale, let the pupils weigh pairs of objects. Below are examples.
A gram of rice and a kilogram of rice
A sachet of milk and a bag of milk (about a kilogram or more)
Few grams and a kilogram (or more) of fruits

Give the learners enough time see the difference between 1 g and 1 kg, 10 g and 1 kg, 100 g and
1 kg. Tell them that these weights are masses of the objects.

Ask:
What unit of mass is best to use if the object is light?
What unit of mass is best to use if the object is heavy?
What unit is best to use in getting the mass of a bag of rice? 6 pieces of mangoes? 1 piece of
banana?
This time, teach the pupils how to read the weight of an object. Focus first on 10 g (up to about
300) and 1 kg (up to about 3). This is to establish only the idea that light masses are to be
measured in grams and heavy ones in kilograms.

b. Pictorial
Ask the pupils to draw grocery items that are measured in gram and in kilogram. Group the items
as to gram and kilogram.

c.Abstract
What unit is appropriate to the mass in each number?
10 pieces of orange (kalamansi)
5 fishes
Papaya fruit
7 pieces of lady finger (okra)
Whole chicken meat

3. Activity
Activity 1
If you were to take the weight of the pictures below, what unit of mass would you use? Write the gram
or kilogram and its abbreviation in the notebook.
 C. Application
Activity 2
Using the weighing scale, find out the weight of the things the teacher will give you. Write the answer
and the correct unit of mass in your notebook.

D. Generalization:
How do you identify the appropriate unit of mass in grams and kilograms?
Remember:
In measuring mass:
 Use gram (g) in light objects
 Use kilogram (kg) in heavy objects

IV. EVALUATION:
What unit of mass is used to measure the following objects? Write g or kg in the blanks.
____1. A teaspoon of salt
____2. A cup of powdered milk
____3. A bag of corn
____4. A basket of mangoes
____5. A P 5.00 coin

V. ASSIGNMENT:
Using the weighing scale, determine the weight of the items pictured below. Write the answer using
the correct unit of mass in the notebook.
1. tomato
2. rambutan
3. banana
4. pineapple
5. lansones

Reflection
A. No. of learners who earned 80% in the evaluation: ___________
B. No. of learners who require activities for remediation who scored below 80% in the evaluation: _____
C. Other Activities: ________________________________________________________
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Batangas City
MALITAM ELEMENTARY SCHOOL

GRADE 1 to 12 Paaralan (School) MALITAM ELEMENTARY Baitang/Antas 2

SCHOOL (Grade Level)
DAILY LESSON
PLAN Guro (Teacher) Ms. AMY M. FALLAR Asignatura Mathematics
(Learning
Area)
Petsa/Oras May 11, 2023 Markahan 4th Quarter
(Teaching Date & 9:50-10:40 am (Quarter)
Time)

I. OBJECTIVES:
A. Content Standards:
- Demonstrates understanding of time, standard measures of length, mass and capacity and area
using square-tile units.

B. Performance Standards:
- Is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square-tile units in mathematical problems and real-life situations.

C. Most Essential Learning Competencies (MELC)

- Compares the following unit of measures- a. Length in meters or centimeters
Unpacked MELC: Compares length in meters or centimeters.

D. Learning Objectives:
1. Identify the appropriate unit of length in meters or centimeters.
2. Show the appropriate unit of length in meters or centimeters.
3. Compare the appropriate unit of length in meters or centimeters.

II. SUBJECT MATTER:

A. Content: Comparing the appropriate unit of length in meters or centimeters.
B. References: Lesson Guide n Math p. 357-359, Workbook in Mathematics pp. 288-91
C. Materials: SLM, power point presentation, worksheet
D. Integration: English
E. Values Integration: Accuracy

III. PROCEDURE:
A. Preliminary Activities:
1. Drill –Do this as activity
Show pictures of the following objects. Tell them to stand if the unit of measure to be used in
measuring the height or length is m and clap three times if cm.
a. a glass d. a slipper
b. an umbrella e. a basketball court
c. a crayon f. a girl’s skirt

2. Review:
Using the weighing scale, determine the weight of the items pictured below. Write the
answer using the correct unit of mass in the notebook.
1. tomato
2. rambutan
3. banana
4. pineapple
5. lansones
B. Presentation
1. Motivation
Using their Show Me boards, tell the pupils to write down their answers to the following
questions. Ask them to show their answers after each question.

Which is longer?
1 cm or 1 m
1 m or 100 cm
10 cm or 1 m

2. Presentation

a. Concrete
Prepare five bamboo poles (or other objects) of different lengths (10 cm, 50 cm and 100
cm). Label each pole with the corresponding length.
Show/give these poles to the pupils.
Which of the three sticks is the shortest? How many cm is it?
Which of the three sticks is the longest? How many cm is it?
Which between the 50 cm and 100 cm is longer? How many cm is it longer than the other
pole?

b. Pictorial
Instruct the pupils draw the poles on the board or in the paper. Ask them label each pole.
Then, let them formulate statements of comparison between two lengths. Like;
The 10 cm pole is shorter than the 50 cm pole
The 100 cm pole is longer than the 50 cm pole.
Two 50 cm poles have the same length with 100 cm pole.
Out of the statements, let them translate each into a mathematical statement like;
10 cm is less than 100 cm (may introduce the symbols < and > as 10 cm < 50 cm -
optional)
100 cm is greater than 50 cm
Twice 50 cm is equal to 100 cm

c. Abstract
Post/write on the board a list of lengths.
15 cm, 20 cm, 75 cm, 100 cm, 1 m, and 2 m (examples only)
Let the pupils pick pairs of lengths and let them compare.

Compare the lengths in each number by filling up the blank with the appropriate word or
symbol.
35 cm _____ 70 cm
125 cm _____ 215 cm
50 m _____ 60 m
1 ½ m _____ 2 m

3. Activity
Activity 1
Study the data below. Compare them. Enter the size in the column corresponding to the description.
Measurement Longer Shorter
1. 100 cm and 115 cm
2. 23 m and 15 m
3. 6 m and 1 m
4. 400 cm and 500 cm
5. 10 m and 7 m

C. Application
Activity 2
Read the comic strip below and answer the questions.
 Questions:
1. Is Lea right that her broom is shorter than Matet's? Verify the answer.
2. Why does the sweeper's back hurt if the broom used is short?
3. If Lea's broom is 100 cm long, will it be easy for her to sweep? Why?

D. Generalization:
How do you compare the appropriate unit of length in meter and centimeter?
Remember:
In comparing lengths, the greater value has the longer length.

IV. EVALUATION:
Compare the two units.
Example: 25 cm and 13 cm
Possible answers answers:
25 cm is longer than 13 cm.
13 cm is shorter than 25 cm.

Compare the following.

1. 30 cm ___ 50 cm
2. 2 m ___ 5 m
3. 50 m ___ 1 m
4. 210 cm ___ 120 cm
5. 100 cm ___ 10 cm

V. ASSIGNMENT:
Answer Improve Your Skills on pages 289-290 of your Workbook in Mathematics.

Reflection
A. No. of learners who earned 80% in the evaluation: ___________
B. No. of learners who require activities for remediation who scored below 80% in the evaluation: _____
C. Other Activities: ________________________________________________________
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Batangas City
MALITAM ELEMENTARY SCHOOL

GRADE 1 to 12 Paaralan (School) MALITAM ELEMENTARY Baitang/Antas 2

SCHOOL (Grade Level)
DAILY LESSON
PLAN Guro (Teacher) Ms. AMY M. FALLAR Asignatura Mathematics
(Learning
Area)
Petsa/Oras May 12, 2023 Markahan 4th Quarter
(Teaching Date & 9:50-10:40 am (Quarter)
Time)

I. OBJECTIVES:
A. Content Standards:
- Demonstrates understanding of time, standard measures of length, mass and capacity and area
using square-tile units.

B. Performance Standards:
- Is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square-tile units in mathematical problems and real-life situations.

C. Most Essential Learning Competencies (MELC)

- Compares the following unit of measures- a. Mass in grams or kilograms
Unpacked MELC: Compares mass in grams or kilograms

D. Learning Objectives:
1. Identify the appropriate unit of mass in grams or kilograms.
2. Show the appropriate unit of mass in grams or kilograms.
3. Compare the appropriate unit of mass in grams or kilograms.

II. SUBJECT MATTER:

A. Content: Comparing the appropriate unit of mass in grams or kilograms.
B. References: Lesson Guide n Math p. 357-359, Workbook in Mathematics pp. 288-91
C. Materials: SLM, power point presentation, worksheet
D. Integration: English
E. Values Integration: Accuracy

III. PROCEDURE:
A. Preliminary Activities:
1. Drill –Do this as activity
Show pairs (one is heavy and the other is light) of objects to the class.
Call a volunteer. Let him/her feel the weight of the two objects using his/her hands.
Ask: Which is heavier? Lighter?

2. Review:
Show objects/pictures of: pack of powdered milk, pack of sugar, pack of salt, fruits and
other objects the teacher had prepared. Using Show Me boards, let them write which one is
heavier.
a. Packs of powdered milk and sugar.
b. Packs of sugar and salt.
c. A banana and a mango.
B. Presentation
1. Motivation
Show to the class real bananas or any set of fruits, vegetables or root crops available in the
community and in the school garden.
Ask:
Do you eat fruits? Vegetables or root crops?
Are these foods good to your health?

2. Presentation
A. Concrete
A. Provide each group with a weighing scale and 16 stones, each weighing 250 g, (or
any other objects) of similar sizes which are available in the community.
B. Ask each group to fill out the table below:

Number of stones Mass (in kg)

4 stones
8 stones
12 stones
16 stones

Processing
What is the mass of 4 stones? 8 stones? 12 stones? 6 stones?
Which one is heavier, 4 stones or 8 stones? 16 stones or 12 stones?
What happens to the mass as the number of stone increases?

B. Pictorial
Let the pupils draw a representation of the table above.
Pictograph, line graph or bar graph will do.

C. Abstract
Using Show Me boards, let the pupils tell which one is greater/heavier in each
of the following pairs of masses. Can use words (greater or less) and symbols (<,
>) in comparing the masses.
10 g or 15 g
50 kg or 15 kg
26 g or 30 g
25 kg or 24 kg
75 g or 57 g

3. Activity
Activity 1
Compare the weight of two objects. Tick (/) the heavy and cross (x) the light. Do this in your
notebook.
 C. Application
Activity 2
Read the comic strip below and answer the questions.

Questions:
1. What is Daniel's weight? by Victor?
2. Which of the two can be said to be light? heavy?
3. Is Daniel right in his thought that Victor is heavier than him? Why?
4. You, how much do you weigh? Are you the right weight for your age? Why?

D. Generalization:
How do you compare the appropriate unit of mass in grams or kilograms?

Remember:
In comparing mass, greater mass is heavier and smaller mass is lighter.

IV. EVALUATION:
Compare the following using <, > or =.
1. 2 kg __ 4 kg
2. 40 g __ 30 g
3. 5 kg __ 7 kg
4. 100 g __ 1,000 g
5. 2 kg __ 1 kg

V. ASSIGNMENT:
Answer Improve Your Skills on page 306 of your Workbook in Mathematics.

Reflection
A. No. of learners who earned 80% in the evaluation: ___________
B. No. of learners who require activities for remediation who scored below 80% in the evaluation: _____
C. Other Activities: ________________________________________________________
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Batangas City
MALITAM ELEMENTARY SCHOOL

GRADE 1 to 12 Paaralan (School) MALITAM ELEMENTARY Baitang/Antas 2

SCHOOL (Grade Level)
DAILY LESSON
PLAN Guro (Teacher) Ms. AMY M. FALLAR Asignatura Mathematics
(Learning
Area)
Petsa/Oras May 15, 2023 Markahan 4th Quarter
(Teaching Date & 9:50-10:40 am (Quarter)
Time)

I. OBJECTIVES:
A. Content Standards:
- Demonstrates understanding of time, standard measures of length, mass and capacity and area
using square-tile units.

B. Performance Standards:
- Is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square-tile units in mathematical problems and real-life situations.

C. Most Essential Learning Competencies (MELC)

- Compares the following unit of measures- a. Capacity in milliliter or liter.
Unpacked MELC: Compares capacity in milliliter or liter.

D. Learning Objectives:
1. Identify the appropriate unit of capacity in milliliter or liter.
2. Show the appropriate unit of capacity in milliliter or liter.
3. Compare the appropriate unit of capacity in milliliter or liter.

II. SUBJECT MATTER:

A. Content: Comparing the appropriate unit of capacity in milliliter or liter.
B. References: Google and Math book
C. Materials: SLM, power point presentation, worksheet
D. Integration: English
E. Values Integration: Accuracy

III. PROCEDURE:
A. Preliminary Activities:
1. Drill –Do this as activity
Show pairs (one is heavy and the other is light) of liquids to the class.
Call a volunteer. Let him/her feel the weight of the two objects using his/her hands.
Ask: Which is heavier? Lighter?

2. Review:
Compare the following using <, > or =.
1. 2 kg __ 4 kg
2. 40 g __ 30 g
3. 5 kg __ 7 kg
4. 100 g __ 1,000 g
5. 2 kg __ 1 kg
B. Presentation
1. Motivation
Show a glass of water.
Ask: What do you call a state of matter does water is?

2. Presentation
Look at the different liquids.

What unit measure do we use in measuring liquids?

The quantity of liquid which is required to fill a container is called capacity of that container.
Capacity is the amount of liquid a solid shape can contain. We use liter or milliliter in
measuring the capacity.

3. Activity
Activity 1
Compare the capacity of two objects. Tick (/) the heavy and cross (x) the light.

C. Application
Activity 2
Read the situation below and answer the questions.
Paul likes to drink water. Whenever he takes a water in the fridge, he translates in the glass the
water with equal to 250 milliliters from the pitcher with the equivalent 4 glasses or 1 liter. How many
all the liters of water he can consume 8 glasses he drinks in a day?
Questions:
1. What likes to drink water?
2. What is the capacity of water in a pitcher?
3. What is the capacity of a glass of water?
4. Which is heavier? Lighter?
 D. Generalization:
How do you compare the appropriate unit of capacity in liter or milliliter?

Remember:
In comparing capacity, greater capacity is heavier and smaller capacity is lighter.

IV. EVALUATION:
Compare the following liquids. Like more or less in the box.

V. ASSIGNMENT:
Draw 2 objects with different capacity and compare them.

Reflection
A. No. of learners who earned 80% in the evaluation: ___________
B. No. of learners who require activities for remediation who scored below 80% in the evaluation: _____
C. Other Activities: ________________________________________________________